Abstracts
Abstract
We believe Indigenous witnessing provides an impactful exemplar of how to translate Indigenous Knowledges into pedagogy that challenges the normalization of Western knowledge systems. By sharing our Indigenizing process of witnessing with fellow educators within a mandatory post-secondary Indigenous Education course to a foundation of Indigenous Knowledges, we hope to inspire meaningful authentic practices within local context grounded in Indigenous ways of knowing. Our theoretical framework posits that transformational Indigenous pedagogies can emerge from educators’ ethical positioning and ability to see possibilities between the specific educational aims of their course(s) and translating local Indigenous Knowledges into practical pedagogical approaches.
Keywords:
- Indigenous Education,
- Decolonizing Education,
- Indigenizing Education,
- Education for Reconciliation
Résumé
Nous croyons que le témoignage autochtone offre un exemple marquant de la manière dont les savoirs autochtones peuvent être transposés dans une pédagogie qui remet en question la normalisation des systèmes de savoirs occidentaux. En partageant notre processus d’autochtonisation du témoignage avec nos collègues éducateurs dans le cadre d’un cours obligatoire sur l’éducation autochtone axée sur les savoirs autochtones, nous espérons inspirer des pratiques authentiques et significatives dans le contexte local, fondées sur les modes de connaissances autochtones. Notre cadre théorique postule que les pédagogies autochtones peuvent émerger du positionnement éthique des enseignant·e·s et de sa capacité à voir les possibilités entre les objectifs éducatifs spécifiques de leurs cours et la traduction des savoirs autochtones locaux en approches pédagogiques pratiques.
Mots-clés :
- Éducation autochtone,
- Décolonisation de l’éducation,
- Autochtonisation de l’éducation,
- Éducation pour la réconciliation
Appendices
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